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The dazzling promise of affordable, high-quality, globally accessible online courses has renewed attention to learning and teaching. The opportunity to realize the full potential of so-called MOOCs (massively open online courses) may reside in a parallel, yet often unconnected, revolution in learning. Applying our understanding of undergraduate learning to online environments will build their educational value, while the scale and speed of data generation from MOOCs can accelerate research on learning. Approached iteratively, the outcomes can be transformative.
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Singer et al. (2013) studied this question.
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